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My child was just diagnosed with a disability

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They’re struggling in school. Now what? A Maryland advocate’s guide for parents


You’re not alone—and you don’t have to figure this out without a roadmap. In Maryland, you have strong rights and practical supports to make sure your child gets what they need.


Here’s a clear, step‑by‑step plan, with links to trusted Maryland resources.



Step 1: Put your request in writing


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Ask the school to evaluate your child for special education (IDEA) and/or Section 504 services.


Email your principal and special education office with:


  • What you see at home and school (specific examples)

  • Your request for a comprehensive evaluation

  • Consent to evaluate


Sample language you can copy/paste:


“I am requesting a comprehensive evaluation under IDEA and Section 504 to determine if my child needs special education and related services and/or accommodations. Please confirm the next steps and timelines.”




Step 2: Organize your child’s data


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Gather: teacher emails, report cards, test scores (including reading comprehension and inferential sub‑scores), behavior/attendance notes, work samples, outside evaluations.


Keep a simple binder or shared folder by sections (Reading, Writing, Math, Behavior/Social, Health/Sensory, Communication).



Step 3: Know the two main paths


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  • IDEA/IEP: Specially designed instruction + related services (e.g., speech‑language, OT, counseling), measurable goals, progress monitoring, and services delivered in the least restrictive environment (LRE).


  • Section 504: Civil‑rights plan of accommodations (e.g., extended time, reduced distractions, audio supports) to ensure equal access.


Quick 504 overview (U.S. ED): Section 504 FAQ [Link](https://www2.ed.gov/about/offices/list/ocr/504faq.html)



Step 4: Timelines (what to expect in Maryland)


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Once you consent, schools generally complete initial evaluations within about 60 days, determine eligibility, and, if eligible, develop an IEP within 30 days. Ask your team to share a written timeline at the referral meeting and put meeting dates on the calendar.


MSDE outlines your procedural safeguards (your rights): Procedural Safeguards Notice




Step 5: Prepare for the eligibility/IEP meeting


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  • Write a parent input statement: your child’s strengths, concerns, what works, and priorities for the next 6–12 months.


  • Bring recent data and outside reports.


  • Ask for draft documents (if any) 5–7 days before the meeting.


  • Ask the school to use the same supports in testing that your child uses in class (when appropriate) and to document accommodations in the plan.



Step 6: What to ask for if your child is struggling now


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Evidence‑based instruction (not just “extra time”)


  • Progress monitoring every 2–4 weeks on targeted skills

  • Accommodations aligned to needs (examples)

  • Reading/inference: graphic organizers, explicit strategy instruction, guided notes

  • Auditory processing: written directions, visual schedules, captioned media, pre‑teaching vocabulary


Sensory needs: noise‑reducing headphones, movement breaks, a low‑stim workspace


  • Social/pragmatic skills: direct instruction with practice in real settings, peer supports

  • Behavior supports (if needed): a proactive behavior plan with reinforcement, clear routines, and de‑escalation strategies

  • Placement in general education with supports (LRE), unless data shows otherwise—and then only after supports have been tried and documented.



Step 7: If things stall or you disagree


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  • Ask for Prior Written Notice (PWN) explaining what the school proposes/refuses and why (34 CFR § 300.503).


  • Use MSDE’s early dispute options: facilitated IEP, mediation, or state complaint—often faster and less adversarial than due process.



Parent training/support: Parents’ Place of Maryland (PPMD) [Link](https://www.ppmd.org)


Maryland‑specific resources you can use today




A quick scenario (what this looks like in practice)


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Your 4th grader struggles with reading between the lines, group work, and following multi‑step directions. You email the principal requesting an IDEA/504 evaluation and consent the same week. Over the next 45–60 days, the team completes targeted assessments (reading comprehension/inference, speech‑language for pragmatics, executive functioning, and classroom observations). At the meeting, please bring your work samples and your parents' input statement.


The team identifies specific needs and writes measurable goals (e.g., making inferences with text evidence, initiating and maintaining peer exchanges, following three-step directions with a visual checklist). The IEP includes structured reading intervention, weekly speech‑language for pragmatics, visual supports, written directions, and two sensory breaks. Progress is reviewed every 6–8 weeks and adjusted as needed.



Pro tips from an advocate


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  • Keep everything in writing and recap meetings by email.


  • Ask “What data will we collect, how often, and how will we graph and share it?”


  • If a member can’t attend, ask for written input in advance and consider rescheduling if their expertise is essential (especially SLP/OT/psych).


  • Bring a trusted person (family member, advocate) to take notes so you can focus on the discussion.



You’ve got this!


A new diagnosis is the start of a plan, not the end of the story. With an explicit written request, good data, and the right team, Maryland parents can secure strong supports quickly—and adjust them as your child grows.


If you’d like, I can draft a customized evaluation request email and a one‑page “meeting brief” you can bring to your first IEP/504 meeting.



Helpful links (quick list)



 
 
 

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